Novel Study With Poetry and Humanities: Too Bright to See
In this month-long book study, we will celebrate pride early with a spectacular award-winning middle grades ghost story featuring a variety of LGBTQ characters. We will discuss the novel, characters, and practice our writing skills.
222 total reviews for this teacher
1 review for this class
Completed by 5 learners
There are no upcoming classes.
learners per class
$15 per class
Meets 2x per week
Over 4 weeks
45 minutes per class
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
This class goes a step beyond your average book club and is designed to support neurodivergent learners. The texts are chosen with high concepts and interest but with easier language. Texts chosen are available on platforms with dyslexia-friendly options including audiobooks. Scaffolding is provided for new or non-literal language. The course is taught by a neurodivergent educator. Additionally, each unit includes at least one book with a neurodivergent character so that learners have the...
Students will gain an understanding CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience
I am a member of the trans community and have been working as a peer and family mentor in community based contexts for over ten years. I have worked with other members of the community to prepare discussion questions and frameworks. The selected text has won awards from literacy, advocacy, and child welfare organizations.
Students will complete daily reading and writing activities Tuesday, Wednesday, and Thursday. This should take approximately 30 minutes to one hour per day.
Too Bright to See by Kyle Lukoff Notebook Pencil Teacher Provided Printable Unit Guide
Students can be provided with a weekly progress report. Students will complete a final project.
1 hour 30 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
This classes uses nearpod. Students will need to be able to click a link and chat and use their first name to identify their work on the nearpod. No log-in or other personal identifying information is collected. This book contains fears from a child that they will be rejected based on their developing awareness of their transgender identity. However, the actual response is extremely positive. This book contains mentions of ghost which cause very brief accidental harm to a character. Characters attempt to communicate with the ghost through various means but the ghost is never threatening. The off-screen death of a character's uncle due to cancer is prominently featured in the book.
Too Bright to See by Kyle Lukoff Anna on the Edge by AJ Sass
Education as Unique as Your Learner
🇺🇸Lives in the United States
222 total reviews
146 completed classes
I am an autistic adult with a masters degree in museum and museum evaluation focusing on applying science to museums and museums as a place of informal learning for neurodiverse learners. In my undergraduate education, I elementary education,...